A psycholinguistic approach to technology and language learning /

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Leow, Ronald P. (Ronald Philip), 1954- (Editor ), Cerezo, Luis, 1969- (Editor ), Baralt, Melissa (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Berlin ; Boston : De Gruyter Mouton, [2016]
Colección:Studies in second and foreign language education ; 11.
Temas:
Language and languages > Study and teaching > Technological innovations.
Language and languages > Computer-assisted instruction.
Student-centered learning.
Psycholinguistics > Technological innovations.
Langage et langues > Étude et enseignement > Innovations.
Langage et langues > Enseignement assisté par ordinateur.
Enseignement axé sur l'apprenant.
FOREIGN LANGUAGE STUDY > Multi-Language Phrasebooks.
LANGUAGE ARTS & DISCIPLINES > Alphabets & Writing Systems.
LANGUAGE ARTS & DISCIPLINES > Grammar & Punctuation.
LANGUAGE ARTS & DISCIPLINES > Linguistics > General.
LANGUAGE ARTS & DISCIPLINES > Readers.
LANGUAGE ARTS & DISCIPLINES > Spelling.
Language and languages > Computer-assisted instruction
Language and languages > Study and teaching > Technological innovations
Psycholinguistics
Student-centered learning
Språkundervisning.
Andraspråksinlärning.
Språkpsykologi.
Tekniska innovationer.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • List of contributors; Acknowledgment; Preface; Section I: Introduction to technology and SLA theory; 1. The language classroom in the age of networked learning; 2. Theoretical approaches to CALL research: Toward a psycholinguistic perspective; Section II: Technology and SLA research: Methodological issues; 3. Always in motion the future is: Doctoral students' use of technology for SLA research; 4. Technology and SLA research: Validity issues; Section III: Technology and SLA research: Empirical studies.
  • 5. CALL versus non-CALL in L2 form learning: A research synthesis and meta-analysis of comparative studies6. The variable effects of level of awareness and CALL versus non-CALL textual modification on adult L2 readers' comprehension and learning; 7. Awareness, type of medium, and L2 development: Revisiting Hsieh (2008); 8. Levels of awareness in relation to type of recast and type of linguistic item in synchronous computer-mediated communication: A concurrent investigation.
  • 9. Explicit corrective feedback and computer-based, form-focused instruction: The role of L1 in promoting awareness of L2 forms10. Uptake, task complexity, and L2 development in SLA: An online perspective; 11. Clicking in the second language (L2) classroom: The effectiveness of type and timing of clicker-based feedback in Spanish L2 development; Section IV: Technology and practice; 12. Psycholinguistically motivated CALL activities; 13. Where do we go from here?; Index.

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